Assessment of student learning at the United States Military Academy (USMA) is a relatively new process. The USMA faces an additional challenge, as many of its instructors and professors are active-duty military officers who rotate through two- to three-year teaching assignments before transitioning back to the Army. To address this challenge, the Department of Law and Philosophy at USMA created a faculty-driven framework known as "CLEAR PATH." This model promotes alignment between course-level and program-level student learning objectives (SLOs), ensures objectives use appropriate taxonomies and are measurable, and integrates student and program director feedback in an iterative process to drive continuous improvement. This article describes "CLEAR PATH" and provides a case study where the framework was applied during the annual review of a flagship core course.